Ap language and culture



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AP LANGUAGE AND CULTURE

2014-2015

lsantoyo1@cps.edu

Office hours: Tue/Thu 7:15am

Course Overview

The AP® Spanish Language and Culture course is a rigorous course taught exclusively in Spanish that requires students to improve their proficiency across the three modes of communication. The course focuses on the integration of authentic resources including online print, audio, and audiovisual resources; as well as traditional print resources that include literature, essays, and magazine and newspaper articles; and also a combination of visual/print resources such as charts, tables, and graphs; all with the goal of providing a diverse learning experience. Students communicate using rich, advanced vocabulary and linguistic structures as they build proficiency in all modes of communication toward the pre-advanced level. Central to communication is the following premise from the Curriculum Framework: When communicating, students in the AP Spanish Language and Culture course demonstrate an understanding of the culture(s), incorporate interdisciplinary topics (Connections), make comparisons between the native language and the target language and between cultures (Comparisons), and use the target language in real-life settings (Communities).

To support building communicative proficiency, I use the Palabra de honor, adapted from the protocol used at Middlebury College, which requires that students speak the target language exclusively: between them and me and among the students themselves, at all times and for all purposes while in my classroom and beyond.

Organization

The course is divided into thematic units which are further based on recommended contexts and guided by essential questions. Corresponding cultural elements are integrated into the study of the units, and activities are directed with those cultural connections in mind. It is assumed that students have previously been exposed to advanced language structures in the courses leading up to the AP Spanish Language and Culture course; however, review of the mechanics is done within the contextual framework of each unit as needed.



Real-Life Language and Culture

Students are required to engage in real-life activities outside the classroom to enrich their Spanish language and culture experiences. They complete entries that interest them throughout the year for their Language and Culture Portfolio. Options include but are not limited to: attending an art exhibit, musical show or play; preparing a meal while following recipes written in Spanish; regular correspondence through email, Skype or Face Time with heritage speakers in a Spanish-speaking country; viewing of important events involving target language speakers, such as a president's acceptance speech or a national celebration of a country's independence; visits to university campuses for special events; hosting a student from a Spanish-speaking country; visiting area businesses and learning about opportunities with Spanish; teaching Spanish to area EMS/firefighters as part of their service for the Sociedad Honoraria Hispánica, and more. Students must provide acceptable evidence of their engagement as described in the Language and Culture Portfolio Guidelines.

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In addition, I organize opportunities for my students to provide after school Spanish lessons to all elementary schools in Jackson Local Schools as part of their service to the Sociedad Honoraria Hispánica. Whenever possible and a request is made, I also arrange for students to tutor or act as classroom aides for Spanish-speaking students at nearby elementary schools or to help their parents to interpret school communications. Through the above activities, students learn early on how their ability to use Spanish for real-life communication in the community is valued.



A Tool for Students within the Thematic Units Explored:

FUENTES AUTÉNTICAS/ORIGINALES: MIS EXPERIENCIAS Y EVALUACIONES

This is an ongoing interpretive communication assignment, with 14 entries turned in monthly and as previous summer work, which continuously supports all thematic units. I use a two-part document: the first section of two pages with instructions, themes, contexts, and essential questions to consider; and the second part consisting of two log sheets on which to document their analysis and reflection. As such, students routinely connect to authentic resources outside the classroom that incorporate themes and recommended contexts, as well as pondering essential questions. Once the log sheets or tablas are returned, I extend the interpretive assignment to interpersonal face-to-face, whole class discussions to reflect further on the topics while integrating new vocabulary. This provides an extra opportunity for making cultural comparisons as we do in real-life when discussing world happenings and events. I have also shared this resource on the AP Spanish Language and Culture Community Site under Resources.



Al estudiante:

ASSESSMENT
If an exam is scheduled, it MUST BE MADE UP UPON THE STUDENT’S RETURN TO SCHOOL EVEN IF THE CLASS DOES NOT MEET. Students are advised to get a hold of the instructor in an emergency occurs the day of the exam. Absent students are responsible for making arrangements with the instructor for a make-up test. All tests taken during the semester will count towards the final grade.
There will be quizzes on a regular basis. Quizzes may or may not be announced.
METHODS OF EVALUATION
Participation 15%

Summative Assessments 55%

Formative Assessments 20%

Practice work 10%


ATTENDANCE AND CLASS PARTICIPATION:
Active participation in classroom activities is extremely important. This component takes into account a number of variables, including but not limited to:

  • Class participation: 15% In order to participate in class and to fulfill your obligation to others during group and pair activities, attendance is mandatory and roll will be taken every day. This grade will reflect both the quantity and quality of your participation.

  • Tardiness! Coming late to class is rude and unacceptable. If you come late and we’re taking an assessment, you will not have the same time as the other students so you will receive a grade on what you turn in. You will have to come in and re-take the assessment the next time they are scheduled.

  • Use of Spanish (and not English)

  • Respect and a positive attitude toward the class, the instructor and your peers

  • If you cut a class you will not get credit for the day’s assignment and receive an incomplete on all work including formative and summative assessments.


You are responsible for work even if you are absent. If you miss a class, you must find out the homework for the following class and the activities that you missed. You are also responsible for checking your email on a regular basis.


Percentage Range

Points

Explanation

95-100

4.0

Complex content

90-94

3.5

Target and some complex

85-89

3.0

Target goal

80-84

2.5

Simple and some target

75-79

2.0

Simple/Foundational

70-74

1.5

Partial success at simple content

65-69

1.0

With help, partial success at 2.0 & 3.0 content

60-64

0.5

With help, partial success at 2.0 content

59-55

0.0

Even with help, no success


2.Para completar los dos lados de la tabla, es importante que escojas una variedad de temas para ganar una experiencia muy diversa y para aprender vocabulario temático nuevo. A continuación verás los seis temas de AP, además de los temas secundarios para extender tu análisis y reflexión. Refiere a estos temas constantemente para enriquecer tu experiencia. Es imprescindible escoger fuentes de todos los temas y contextos. Evaluaré también tus conclusiones y tu análisis del contenido de cada fuente. Usa mi sitio de red para buscar enlaces útiles si prefieres, o busca por tu propia cuenta en Internet.

Fecha

¿Cuánto tiempo pasé?

FUENTE: (el enlace o periódico) ¿Auditiva/Escrita?

El título completo de artículo, noticiero o video

Tema y Contexto (1A, 2C, etc.)

Lo que aprendí del tema o

acontecimiento/event o

( 2-3 frases completas con mi

análisis/evaluación al considerar

las preguntas esenciales)

Vocabulario nuevo y definiciones/ explicaciones en español
























Unidades temáticas, comunicación y cultura:

These units are totally organized and based on the themes, recommended contexts, and essential questions of the Curriculum Framework, as well as focusing on integrating the six primary learning objectives of effective communication as I prepare students for the AP® Spanish Language and Culture Exam in May.

In addition, culture is central to content as we explore products, practices, and perspectives of various countries. Students are guided to develop a deeper understanding of what the people of a particular culture believe and how they view the world. They also make constant comparisons between Spanish-speaking communities of the world and their own home culture in preparation for the presentational speaking exam task.

It is also important to note that, although this syllabus is structured as studying one thematic unit at a time, we are in fact integrating aspects of many themes and contexts as we explore real life. There is an inherent interconnectedness among the six thematic units; they do not exist in isolation. A good example of this can be found in the College Board Curriculum Module, El arte: ventana y espejo, which I co-authored and plan to also use with my students.

Moreover, this interwoven nature of the themes is even more obvious as we use the Internet to delve into everyday world events and news through Spanish language news and Web sites of organizations and foundations. This is real-life: Using the lens of the Internet to view what is happening in the world and discussing the plethora of news and events among ourselves. As we do this we naturally synthesize through comparing and contrasting, evaluating, analyzing, making predictions, inferring, and drawing conclusions. For this purpose, I have a fully developed class Web site that provides students with links to such resources throughout the Spanish-speaking world as we bring the world into view.

Basic Unit Design

This beautifully developed design and organization is based on TEMAS, a new program from Vista 3.Higher Learning, which is totally built on authentic resources that not only provide the major content of the thematic units and contexts within each, but which also present students with a plethora of cultural content through which to explore products, practices, and perspectives of the Spanish speaking world. TEMAS is the primary resource or anchor for the course, very aligned and written in concert with the guidelines and explanations in the Curriculum Framework. All units begin with Preguntas esenciales and are also structured to include six contextual lessons, each reflecting a recommended context of the Curriculum Framework. By both starting and ending with the essential questions, backward design is easily accomplished, thinking first of what it is that I want the students to know and be able to communicate about, as we explore authentic materials within Spanish-speaking cultures of the world in which we live.



Each contextualized lesson or Contexto includes:

  • Puntos de partida to activate prior knowledge and get students thinking about the 
context

  • Authentic Lecturas that include all genres, as well as maps, tables and graphs – 
Each is preceded by a Desarrollo de vocabulario contextualized vocabulary preparation activities, a Sobre la lectura information section, Estrategias for reading, Antes de leer and Después de leer activities and assessments that present students with multiple opportunities to develop their interpretive, interpersonal, and presentational communication skills. Most authentic materials are accompanied by authentic photos and other graphics supporting comprehension.

  • Authentic Audios that include interviews, narratives, and news reports –Each is proceeded by a Palabras clave contextualized vocabulary preparation activities, an Introducción information section, Estrategias for listening, Antes de escuchar, Mientras escuchas and Después de escuchar activities and assessments that present students with multiple opportunities to develop their interpretive, interpersonal, and presentational communication skills.

  • Conexiones culturales, with more authentic resources and Web sites for students to explore the context from the perspective of various Spanish-speaking communities of the world. A very important element of each of these sections is a Presentación oral: comparación cultural activity that mirrors the new task on the exam itself and gives students a plethora of tools for comparing various aspects of target language communities and their own home community. These sections are rich in visuals to provide an even greater look into the culture. 
In addition, each thematic unit or Tema includes:

  • Léxico sections that present students with thematic vocabulary appropriate to the 
context studied, through a meaningful, contextualized process.

  • Estructuras sections integrated appropriately to reinforce challenging 
grammatical structures encountered within the authentic readings and audios, and 
taught in meaningful contexts.

  • Ortografía y puntuación sections that provide students with explanations and 
practice activities.

  • Cinemateca – A cortometraje that presents students with an authentic 4.audiovisual 
resource synthesizing the unit theme. Each includes: Estrategias, Palabras clave, Sobre el corto, Antes de ver, Mentras miras and Después de ver activities and strategies that aid in comprehension and provide opportunities for practicing all modes of communication as students make connections to the theme.

  • A final, Integración del tema, ENSAYO section where students return to the Preguntas esenciales, think more deeply about the theme and topics explored, and research as necessary, in preparation for writing an ensayo. There is a different type ensayo per theme such as: Ensayo de comparación, Informe de investigación, Ensayo narrativo, Ensayo argumentativo, and Ensayo de opinión. Each ensayo includes the essential questions, an Antes de escribir, Escribir el borrador, and Escribir la versión final section, as well as Estrategias appropriate to the ensayo genre.

Exam Work Text:

And, to provide more authentic resources and practice with the tasks for the AP Spanish Language and Culture Exam in May, we will also use the following test preparation work text:

Frisancho, Jorge, *AP Spanish Language and Culture Exam Preparation, Vista Higher Learning, 2014

I will use the advanced organizers to search by Tema/Contexto, while also considering where my students need more practice with Primary Learning Objectives and exam tasks, as needed throughout the thematic units.



Unit One
Tema 1: Families and Communities / Las familias y las comunidades

Contextualized Chapters or Contextos:
• Education Communities / Las comunidades educativas • Social Networking / Las redes sociales
• Human Geography / La geografía humana
• Customs and Values / Las tradiciones y los valores
• Global Citizenship / La ciudadanía global
• Family Structure / La estructura de la familia

Essential Questions:

¿Cómo se define la familia en distintas sociedades?
¿Cómo contribuyen los individuos al bienestar de las comunidades?
¿Cuáles son las diferencias en los papeles que asumen las comunidades y las familias en las diferentes sociedades del mundo?



Connections also to the themes of: Los desafíos mundiales, La vida contemporánea, La belleza y la estética, Las identidades personales y públicas, La ciencia y la tecnología

Lecturas auténticas (no incluidas a continuación en el ejemplo): « Facebook, el monstruo de las dos cabezas»
«Centroamérica y las redes sociales»
«La situación de los pueblos del lago Atitlán»

«30 años de cultura de mall»



Más selecciones auténticas de audio (no incluidas a continuación en el ejemplo): «Tocar y luchar»
«Jóvenes y uso de las redes sociales»
«Basura: un problema en aumento»

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Highlights of an example Contexto from Tema 1

Here, I provide a fairly complete sample Contexto that students will explore, showing authentic resources presented, a wide variety of strategies and activities, focus on cultural products, practices, and perspectives; real world tasks, and multiple opportunities for students to develop their communication skills from the intermediate-mid to the pre-advanced range in all modes as described in the front matter of my syllabus. This example is based on Tema 1, Contexto 4 from TEMAS, pages 48-61.

Contexto 4: Las tradiciones y los valores

1. Puntos de partida (interpersonal speaking): Begin by exploring the Puntos de partida to get students thinking critically within the context and to start activating prior knowledge and cultural experiences that they have had. Read and discuss in small group interpersonal format; then share out:

Las tradiciones y los valores son elementos básicos de una cultura y se encuentran estrechamente relacionados. Usualmente, ambos se transmiten de generación en generación, y las tradiciones que uno elige preservar reflejan un sistema de creencias o valores.

¿Cuáles son los principales factores que influyen en la formación de los valores de una persona?

¿Cómo pueden las reglas y costumbres de una familia reflejar sus valores? ¿Cuál es el papel de la familia en la formación de los valores de los jóvenes?

2. Interpersonal Communication/Exploring one’s own cultural practices and perspectives: To help students to recall, recycle, or build on communication tools that they will need to function in this context, I will prompt interpersonal communication in class (both written and oral) in activities such as:

A. Las reglas de casa: Piensa en las reglas de tu casa. ¿Tus padres son estrictos
o permisivos? Marca todas las opciones que correspondan a tu familia. (This may be done using online partner chat technology to flesh out the discussion. Another option would be to conduct a classroom or school survey and compile results on a chart or graph to share out in Spanish, thus providing the students experience with composing charts and graphs, which will help them throughout the course when they are interpreting similar visual resources.)

Mis padres intentan influir (o controlar)...



  1. ___a quiénes elijo como amigos

  2. ___adónde voy

  3. ___cómo me comporto en público

  4. ___cómo paso mi tiempo libre

  5. ___con quién me relaciono



  1. ___con quién salgo en coche

  1. ___la ropa que llevo

  2. ___mis horarios

B. Las relaciones con mis padres (interpersonal speaking): Al frente de cada oración escribe casi siempre, muchas veces, raras veces o nunca, según tus experiencias. Luego comparte tus respuestas con un(a) compañero/a: (interpersonal speaking)

1. ________Hablo con mis padres sobre sus reglas y lo que esperan de mí. 2. ________Mis padres me permiten salir por la noche durante los fines de semana.
3. ________Debo volver a casa más temprano que mis amigos.

4. ________Cuando salgo, mis padres me preguntan adónde voy y con quién. 5. ________Mis padres tienen buena opinión de mis amigos.
6. ________Mis padres me explican las razones de sus reglas.
7. ________Desobedezco las reglas de mis padres.

8. ________Mis padres confían en mí.



C. ¿Qué tipo de padre o madre serías? (presentational writing): Escribe una lista de las cinco reglas más importantes que tú impondrías como padre o madre. Luego, escribe un párrafo para explicar por qué elegiste estas reglas y cuál sería tu filosofía para regular el comportamiento de tus hijos.

3. Lectura auténtica #1: El niño y la niebla
Students will have a spiraled, guided reading with pre-reading and post reading activities that lead them to explore cultural products, practices, and perspectives of the culture presented. As a class we will first read and discuss the following sections:

Sobre el autor El escritor mexicano Rodolfo Usigli (1905-1979) fue ensayista, poeta y narrador, además de profesor y diplomático, pero es más conocido por sus obras de teatro. Como dramaturgo exploró las verdades de la naturaleza humana y de la sociedad, y mostró las fuerzas contradictorias dentro de ellas: la hipocresía y el egoísmo. En 1972, el gobierno mexicano le otorgó el Premio Nacional de Letras.

Sobre la lectura Este fragmento de la obra dramatúrgica El niño y la niebla (1936) aborda temas que siguen siendo relevantes hoy día. En la obra se presentan los conflictos familiares, las dificultades de la adolescencia y el papel de los valores que regulan las relaciones dentro de una familia. Esta obra de teatro se estrenó en 1951 y fue llevada al cine en 1953.

Antes de leer activities that focus on interpersonal communication and help students to think critically about this context as it relates to their own lives, thus preparing them to make connections between their own and Spanish-speaking cultures:
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